English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study
This article reports a narrative study on the reflexive and transformative perspectives that two English language teachers take on when they story themselves as ELT professionals.. The study adopts a narrative methodology where teachers reconstruct their meaningful professional experiences regardin...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad Distrital Francisco José de Caldas
2023-09-01
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| Series: | Colombian Applied Linguistics Journal |
| Online Access: | https://revistas.udistrital.edu.co/index.php/calj/article/view/19269 |
| _version_ | 1797360267309350912 |
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| author | Sandra Viviana Gómez Gaitán Alber Josué Forero Mondragón. José David Largo Rodríguez |
| author_facet | Sandra Viviana Gómez Gaitán Alber Josué Forero Mondragón. José David Largo Rodríguez |
| author_sort | Sandra Viviana Gómez Gaitán |
| collection | DOAJ |
| description |
This article reports a narrative study on the reflexive and transformative perspectives that two English language teachers take on when they story themselves as ELT professionals.. The study adopts a narrative methodology where teachers reconstruct their meaningful professional experiences regarding the foregoing policies. In this sense, participants orally make meaning of themselves as English language professionals by reflecting on their past (retrospection), present (introspection), and future (prospection). Data was collected throughout semi-structured interviews and analyzed under a narratives framework. Findings revealed that teachers’ postgraduate education becomes a community of practice for them to problematize their past experiences with supranational language policies. Thus, such problematization allows them to exert agency through classroom micro-practices that lead them to resist oppressive education language policies. Furthermore, these micro-practices found teachers’ imagined futures and shape their identities as agents of change.
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| first_indexed | 2024-03-08T15:35:55Z |
| format | Article |
| id | doaj.art-baf2cd82bbe64c2b9c909031c967619c |
| institution | Directory Open Access Journal |
| issn | 0123-4641 2248-7085 |
| language | English |
| last_indexed | 2024-03-08T15:35:55Z |
| publishDate | 2023-09-01 |
| publisher | Universidad Distrital Francisco José de Caldas |
| record_format | Article |
| series | Colombian Applied Linguistics Journal |
| spelling | doaj.art-baf2cd82bbe64c2b9c909031c967619c2024-01-09T21:23:03ZengUniversidad Distrital Francisco José de CaldasColombian Applied Linguistics Journal0123-46412248-70852023-09-0125210.14483/22487085.19269English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative StudySandra Viviana Gómez Gaitán0https://orcid.org/0000-0002-2641-7678Alber Josué Forero Mondragón.1José David Largo Rodríguez2Universidad Distrital Francisco José de CaldasUniversidad Distrital Francisco José de CaldasUniversidad Distrital Francisco José de Caldas This article reports a narrative study on the reflexive and transformative perspectives that two English language teachers take on when they story themselves as ELT professionals.. The study adopts a narrative methodology where teachers reconstruct their meaningful professional experiences regarding the foregoing policies. In this sense, participants orally make meaning of themselves as English language professionals by reflecting on their past (retrospection), present (introspection), and future (prospection). Data was collected throughout semi-structured interviews and analyzed under a narratives framework. Findings revealed that teachers’ postgraduate education becomes a community of practice for them to problematize their past experiences with supranational language policies. Thus, such problematization allows them to exert agency through classroom micro-practices that lead them to resist oppressive education language policies. Furthermore, these micro-practices found teachers’ imagined futures and shape their identities as agents of change. https://revistas.udistrital.edu.co/index.php/calj/article/view/19269 |
| spellingShingle | Sandra Viviana Gómez Gaitán Alber Josué Forero Mondragón. José David Largo Rodríguez English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study Colombian Applied Linguistics Journal |
| title | English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study |
| title_full | English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study |
| title_fullStr | English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study |
| title_full_unstemmed | English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study |
| title_short | English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study |
| title_sort | english teachers storied resistance and agency vis a vis neoliberal agendas in supranational educational policies in colombia a narrative study |
| url | https://revistas.udistrital.edu.co/index.php/calj/article/view/19269 |
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